IMPROVING CLASS VIII D STUDENTS’ PARTICIPATION AND
READING COMPREHENSION ACHIEVEMENT BY USING
JIGSAW I TECHNIQUE AT SMPN SUKORAMBI, JEMBER IN
THE 2012/2013 ACADEMIC YEAR.
THESIS
By:
SITI MAISAROH 070210491123
ENGLISH EDUCATION PROGRAM LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY
Improving Class VIII
D Students’ Participation and Reading
Comprehension Achievement by Using Jigsaw I Technique at SMPN
Sukorambi, Jember in the 2012/2013 Academic Year.
THESIS
Presented as One of the Requirements to Obtain S1 Degree of the English Education Program of the Language and Arts Education Department of Faculty
of Teaching Training and Education Jember University
By:
SITI MAISAROH 070210491123
ENGLISH EDUCATION PROGRAM LANGUAGE AND ART DEPARTMENT
STATEMENT OF THESIS AUTHENTICITY
I certify that this thesis is an original and authentic piece of work by the
author herself. All materials incorporated from secondary sources have been fully
acknowledge and referenced.
I certify that the content of the thesis is the result of work which has been
carried out since the official commencement date of the approved thesis title; this
thesis has not been submitted previously, in whole or in part to quality for any other
academic award; ethnics, procedures and guidelines of thesis writing from the
university and the faculty have been followed.
I am aware of the potential consequences of any breach of the procedures and
guidelines, e.g. cancellation of my academic award.
I hereby granted to the University of Jember the right to archive and to
reproduce and communicate to the public my thesis or project in whole or in part in
the University/Faculty libraries in all forms of media, now or hereafter known.
Jember, May 2013
CONSULTANTS’ APPROVAL
Improving Class VIIID Students’ Participation and Reading Comprehension
Achievement by Using Jigsaw I Technique at SMPN Sukorambi, Jember In The 2012/2013 Academic Year
THESIS
Composed to Fulfill One of the Requirements to Obtain the S-1 Degree at English Education Program, Language & Department,
Faculty of Teacher Training and Education, Jember University
Name : Siti Maisaroh
Identification Number : 070210491123
Level : 2007
Place and Date of Birth : Lumajang, 03 August 1989
Departement : English Education Department
Program : Language and Arts Program
Approved by
Consultant 1 Consultant 2
APPROVAL OF EXAMINATION COMMITTEE
This thesis is approved and received by the examination committee of the
Faculty of Teacher Training and education of Jember University.
Day : Wednesday
Date : May 15th, 2013
Place : The Faculty of Teacher Training and Education
Examiners’ Team
The Chairperson The Secretary
Drs. Sugeng Ariyanto, M.A Drs. Annur Rofiq, MA. M. Sc NIP. 19590412 198702 1 001 NIP. 19681025 199903 1 001
The members,
1. Drs. I Putu Sukmaantara, M. Ed 1. NIP 19640424 199002 1 003
2. Dra. Wiwiek Istianah, M.Kes, M.Ed,App. Ling 2. NIP. 19501017 198503 2 001
Faculty of Teacher Training and Education The Dean,
DEDICATION
This thesis is honorably dedicated to:
1. My beloved parents Sujiwo and Suriyam. Thank you very much for your
guidance and your endless love.
2. My older sisterHalimah Tusya’diyahand Siti Aroha. Your supports and help will
be always remembered.
3. The sunshine of my life, Sandy Eko Prasetyo. Thank you for always being in my
MOTTO
“The more that you read the more things will you know. The more you learn,
ACKNOWLEDGEMENT
First and foremost, I would like to express my deepest gratitude to Allah
SWT, the almighty, for His bless and mercy who always leads and gives me sound
mind, strength, patience, guidance, and confidence to accomplish this thesis.
In composing this thesis, I also would like to express my appreciation and
sincerest thanks for:
1. The Dean of the Faculty of Teacher Training and Education, Jember University.
2. The Chairperson of the Language and Art Department.
3. The Chairperson of English Education Programs.
4. My academic advisor, Drs. Annur Rofiq, M.A, M.Sc;
5. My first consultant, Dra. Wiwiek Istianah, M.Kes M.Ed and my second
consultant, Drs. Annur Rofiq, M.A M.Sc for their willingness and suggestions to
guide me in accomplishing this thesis. Their valuable guidance and contribution
to the writing of this thesis are highly appreciated.
6. The Examination Committee.
7. The English teacher of SMPN Sukorambi, Hari Purwanto, S.Pd.
8. The headmaster of SMPN Sukorambi, Jember in 2012/2013 academic year who
had helped me obtains the research data.
Finally, I hope this thesis will provide some advantages for the readers. Any
constructive suggestions or criticisms will be respectfully welcomed and appreciated.
Jember, March 2013
TABLE OF CONTENT
Page
THESIS TITLE... i
STATEMENT OF THESIS AUTHENTICITY... ii
CONSULTANTS’ APPROVAL... iii
APPROVAL OF EXAMINATION COMMITTEE... iv
DEDICATION... v
MOTTO... vi
ACKNOWLEDGEMENT... vii
TABLE OF CONTENT... viii
THE LIST OF TABLES... xi
THE LIST OF APPENDIXES... xii
SUMMARY... xiii
I. INTRODUCTION 1.1 Background of the Research ... 1
1.2 Research Problems... 4
1.3 Objectives of the Research... 4
1.4 Significance of the Research... 5
II. REVIEW RELATED LITERATURE 2.1 Reading Comprehension ... 6
2.2 Reading Comprehension Achievement... 7
2.2.1 Factor Affecting Reading Comprehension ... 8
2.2.2 Word Comprehension ... 10
2.2.3 Sentence Comprehension... 11
2.2.4 Paragraph Comprehension ... 15
2.3 Type of Reading Text ... 17
2.3.1 Recount Text... 17
2.4 Cooperative Learning... 19
2.4.1 The Characteristics of Cooperative Learning ... 20
2.4.2 Class Activities of Cooperative Learning... 21
2.5 Jigsaw I Technique ... 26
2.6 The Advantages of Jigsaw I Technique ... 28
2.7 The Disadvantages of Jigsaw I Technique... 29
2.8 The Procedures of Teaching Reading through Jigsaw 1 Technique. 29 2.9 Previous Research Finding ... 32
2.10 Action Hypothesis... 32
III. RESEARCH METHOD 3.1 Research Design ... 33
3.2 Operational Definition of the Key Terms ... 36
3.2.1 Reading Comprehension Achievement... 36
3.2.2 Recount Text ... 36
3.2.3 Jigsaw I Technique ... 37
3.3 Area Determination Method ... 37
3.4 Subject Determination Method ... 37
3.5 Data Collection Method... 38
3.5.1 Reading Comprehension Test ... 38
3.5.2 Observation ... 39
3.5.3 Interview ... 40
3.5.4 Documentation ... 40
3.6 Research Procedures ... 40
3.6.3.1 Observation ... 41
3.6.3.2 Evaluation ... 42
3.6.4 The Data Analysis Methods... 43
IV. RESEARCH RESULT AND DISCUSSION 4.1 The Result of the Implementation of Actions in Cycle 1 ... 44
4.1.1 The Result of the Action in Cycle 1... 45
4.1.2 The Result of the Observation in Cycle 1 ... 47
4.1.3 The Result of Reflection in Cycle 1... 49
4.2 The Result of the Implementation of Actions Cycle 2 ... 51
4.2.1 The Result of the Action in Cycle 2... 52
4.2.2 The Result of the Observation in Cycle 2 ... 54
4.2.3 The Result of Reflection in Cycle 2... 55
4.3 Discussion ... 56
V. CONCLUSION AND SUGGESTION 5.1 Conclusion ... 60
5.2 Suggestion ... 60
REFERENCES... 62
THE LIST OF TABLES
Page
3.1 The Students’ Observation Checklist... 39
4.1 The Students’ Reading Comprehension Achievement Test Score
in Cycle I... 46
4.2 The Results of Observation in Cycle I... 48
4.3 The Students’ Reading Comprehension Achievement Test Score
in Cycle II ... 52
THE LIST OF APPENDICES
Page
Appendix 1. Research Matrix... 66
Appendix 2. The Result of Preliminary Study ... 68
Appendix 3. The List of Research Subject... 70
Appendix 4. The list of Students’ Previous Scores ... 71
Appendix 5. Lesson Plan 1 (Cycle 1) ... 72
Appendix 6. Lesson Plan 2 (Cycle 1) ... 85
Appendix 7. Reading Comprehension Test Cycle 1 ... 98
Appendix 8. The Sample of Students’ Worksheet Test in Cycle 1... 105
Appendix 9. The Result of Students’ Reading Comprehension Test in Cycle 1... 108
Appendix 10. The Result of Students’ Observation Checklist in Cycle 1... 109
Appendix 11. Lesson Plan 1 (Cycle 2) ... 111
Appendix 12. Lesson Plan 2 (Cycle 2) ... 125
Appendix 13. Reading Comprehension Test Cycle 2 ... 137
Appendix 14. The Sample of Students’ Worksheet Test in Cycle 2... 144
Appendix 15. The Result of Students’ Reading Comprehension Test in Cycle 2... 148
Appendix 16. The Result of Students’ Observation Checklist in Cycle 2... 149
Appendix 17. Permission Letter for Accomplishing the Research from Faculty of Teacher Training and Education of Jember University ... 151
Appendix 18. Permission Letter for Accomplishing the Research from SMPN Sukorambi Jember ... 152
Appendix 19. Consultation Sheet... 153
Appendix 20. The Names of the Members of Home Groups Meeting 1 ... 155
SUMMARY
Improving Class VIII D Students’ Participation and Reading Comprehension
Achievement by Using Jigsaw I Technique at SMPN Sukorambi, Jember 2012/2013 Academic Year; Siti Maisaroh, 070210491123; 2013; 65 pages; English Education Program of Language and Arts Department of the Faculty of Teacher Training and Education of Jember University.
This classroom action research was intended to improve the class VIII D
students’ participation and students’ reading comprehension achievement by using
Jigsaw I technique at SMPN Sukorambi, Jember in the 2012/2013 academic year.
The respondent of this research was the class VIII-D students of SMPN Sukorambi,
Jember. This class was chosen because the students still have difficulties in
comprehend reading text and the students were lack of motivation. There were only
12 out of 30 students (40%) who could achieve the Passing Grade (SKM=72).
This classroom action research consisted of two cycles in which each cycle
covered the stages of planning of the action, implementation of the action, classroom
observation and reflection of the action. Then, each cycle was conducted in two
meetings, in which reading comprehension test was conducted in the third meeting.
The data about the students’ reading comprehension achievement were collected
through reading comprehension test. Observation was used to monitor the students’
active participation in the teaching learning process by using Jigsaw I technique.
From the results of classroom observation in Cycle 1, it was known that there
were 20 out of 30 students (66.7%) who actively involved in the teaching and
learning process of reading in the first meeting, and there were 22 out of 30 students
(73.3%) who actively participated in the teaching and learning process of reading in
the second meeting. The result above had not achieved the target of this research. The
results of the reading comprehension test showed that there were only 19 out of 30
of the students got score at least 72. Therefore, the action was continued in Cycle 2
by revising some necessary aspects which make the actions in Cycle 1 failed.
Based on the results of observation in the first meeting in cycle 2, there were
24 out of 30 students (80%) who actively involved in the teaching learning process of
reading. In the second meeting, there were 26 out of 30 students (86.7%) who were
actively involved during the teaching learning process of reading. Meanwhile, The
percentage of the students’ reading comprehension achievement test in Cycle II was
76.7%. There were 23 out of 30 students got the reading comprehension scores≥ 72.
It means that the standard requirement of 75% of the total students got scores at least
72 had been fulfilled. It means that the result of students’ reading comprehension
achievement in cycle 2 was improved.
Based on the results above, it could be concluded that the use of Jigsaw I
technique could improve the class VIII D students’ active participation in the
teaching learning process of reading and improve reading comprehension
achievement at SMPN Sukorambi, Jember in the 2012/2013 academic year. Then, it
is suggested to the English teacher to also use Jigsaw I technique as one of the
alternative techniques in teaching reading to improve the teaching quality of reading,
the students’ reading comprehension achievement, and students’ active performance
